Learning Assistance Program Questions & Answers A Guide ...€¦ · Learning Assistance Program...

Learning Assistance Program Questions & Answers

A Guide for LAP

Published 10.20.2018

Contents A. LAP Base and LAP High Poverty School Allocation ................................................................................. 2

B. LAP Allocations Calculation Questions and LAP High Poverty School Eligibility Questions ...................... 2

C. High Poverty Schools Fiscal Questions .................................................................................................. 5

D. LAP High Poverty Schools Program Questions .................................................................................... 10

E. LAP in General ................................................................................................................................... 14

F. First Focus K–4 ELA ............................................................................................................................ 16

G. Behavior ........................................................................................................................................... 17

H. Accountability and Reporting ............................................................................................................. 17

I. Fiscal ................................................................................................................................................. 20

J. Early Learning, Kindergarten Transition, and Kindergarten ................................................................. 24

K. Graduation Assistance ....................................................................................................................... 25

L. Special Education .............................................................................................................................. 26

M. Readiness to Learn (RTL) ................................................................................................................... 27

Contact OSPI for Questions and Technical Assistance ................................................................................. 28

Learning Assistance Program (LAP) Questions & Answers

A Guide for LAP

This guidance applies to the 2018–19 school year. Updated 10.31.2018

A. LAP Base and LAP High Poverty School Allocation

A1. How did LAP change for the 2017–18 School Year? (Revised)

The Legislature passed Engrossed House Bill 2242 in 2017. Sections 402 through 405 changed LAP. There are two

LAP allocations:

(1) A LAP Base Allocation (previously known as LAP).

(2) A LAP High Poverty School Allocation (new in 2017–18).

A2. Is the LAP High Poverty School Allocation One-Time or Ongoing? Is it sustainable? (Revised)

This LAP High Poverty School Allocation is included in the definition of basic education and is part of the

prototypical funding formula. It is intended to be ongoing funding, not a competitive grant. However, a school

must meet eligibility annually. School Apportionment and Financial Services (SAFS) publishes eligibility by March

31, for next the school year (so March 31, 2018, uses October 1, 2017 data for the 2018–19 school year). See B3

and B5.

For planning purposes, schools that experience variability in their poverty percentages, with frequent year-to-

year changes above and below 50 percent, should plan accordingly when programming funds.

A3. Which school grade spans are included in the LAP High Poverty School Allocation? Is it just K–4?

If a school in the K–12 system meets eligibility, it is included. It is not limited to K–4. See B3 for LAP High Poverty

School eligibility.

A4. How will the law impact the K–4 ELA focus?

The requirement for Local Educational Agencies (LEA) to focus LAP first on K–4 ELA is still in the law. However,

OSPI changed the LAP enrollment threshold for meeting the K–4 ELA focus. Please see F2 for more information.

A5. Did the Office of Superintendent of Public Instruction (OSPI) revise its LAP Rules? (Revised)

Yes. OSPI updated its administrative code, or rules, for LAP to align with the changes made in Sections 402

through 405 of Engrossed House Bill 2242. This included the K–4 focus threshold addressed in A3 and F2.

The rule changes went into effect for the 2017–18 school year, which is when the new LAP allocations started.

B. LAP Allocations Calculation Questions and LAP High Poverty School Eligibility

Questions

B1. How is the LAP Base Allocation calculated? (Revised)

For each prototypical class size of 15 students (FTE), the formula is calculated based on an additional 2.3975

hours per week of instructional time. These additional hours per week are converted to staffing FTE, which are

allocated as teachers. Salary and benefits are allocated to these programs based upon teacher FTE generated by

this calculation.

The Formula is:

1) LAP Enrollment: LEA’s Prior Year Annual Average Full-Time Equivalent (AAFTE) x LEA’s Prior Percentage

of Free and Reduced Price Lunch (FRPL) as reported in CEDARS for students enrolled October 1.

http://lawfilesext.leg.wa.gov/biennium/2017-18/Pdf/Bills/Session%20Laws/House/2242.SL.pdf

http://apps.leg.wa.gov/wac/default.aspx?cite=392-162



A Guide for LAP


2) LAP Base Certificated Instructional Staffing Units: LAP Enrollment ÷ class size of 15 x 2.3975 hours per

week x 36 hours per week.

3) LAP Base Allocation Generated: the LAP Base’s CIS units x LEA’s CIS salary and benefits x regionalization

for the 2018–19 school year.

B2. How is the LAP High Poverty School Allocation calculated? (Revised)

The law now provides for a LAP High Poverty School Allocation. For each prototypical class size of 15 students

(FTE), the formula is calculated based on an additional 1.1 hours per week of instructional time. These additional

hours per week are converted to staffing FTE, which are allocated as teachers. Salary and benefits are allocated

to these programs based upon teacher FTE generated by this calculation.

The Formula is:

1) High Poverty School’s Prior Year Enrollment: Eligible School’s Prior Year Annual Average Full-Time

Equivalent (AAFTE) as reported on the P223 for the 2017–18.

2) LAP High Poverty School’s Certificated Instructional Staffing (CIS) Units: Enrollment ÷ class size of 15 x

1.1 hours per week x 36 hours per week.

3) LAP High Poverty School Allocation generated: the LAP High Poverty School’s Generated CIS units x

LEA’s CIS salary and benefits x regionalization for the 2018–19 school year.

B3. How is a school eligible to receive a LAP High Poverty School Allocation? When will the eligibility list be

annually updated? (Revised)

A school is eligible for the LAP High Poverty School Allocation if it:

(1) Has a valid CEDARS code.

(2) Had at least 50 percent or more of its students eligible for FRPL based on the students enrolled in

the prior school year (so October 1, 2017, for the 2018–19 school year). Each school's three year

average poverty percentage determines qualification for the 2018–19 school year.

(3) Is funded through the prototypical schools formula and reported school based FTE in the P223 for

the prior school year (so reported 2017–18 FTE at the school level on the P223).

(4) Open Door Program and Alternative Learning Environment (ALE) FTEs are also included.

Schools not funded through the prototypical schools formula are excluded.

B4. Which schools from my LEA are eligible to receive a LAP High Poverty School Allocation? How do I

determine my LAP Base Allocation and my LAP High Poverty School Allocation? (Revised)

OSPI creates a LAP Calculator for each school year to assist LEAs in determining their LAP allocations. You can

access it here. The calculator is for LAP Directors and Business Managers. It provides information needed for the

F-203 and iGrants form package (FP) 218. It determines an LEA’s LAP Base Allocation and High Poverty School

Allocation under LAP.

B5. How does OSPI determine the Free- and Reduced-Price Lunch (FRPL) for eligible schools? (Revised)

FRPL percentage data is the prior year’s October 1 FRPL percentage using the total headcount (K–12) of the

school and the FRPL headcount (K–12).

Preschool students at the elementary school are excluded.

http://links.govdelivery.com/track?type=click&enid=ZWFzPTEmbXNpZD0mYXVpZD0mbWFpbGluZ2lkPTIwMTcwNzI3Ljc2Mzg1ODkxJm1lc3NhZ2VpZD1NREItUFJELUJVTC0yMDE3MDcyNy43NjM4NTg5MSZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTE2ODg5MTMwJmVtYWlsaWQ9a21hZ3lhckBjbG92ZXJwYXJrLmsxMi53YS51cyZ1c2VyaWQ9a21hZ3lhckBjbG92ZXJwYXJrLmsxMi53YS51cyZ0YXJnZXRpZD0mZmw9Jm12aWQ9JmV4dHJhPSYmJg==&&&100&&&http://k12.wa.us/SAFS/Misc/BudPrep17/LAPCalculatorfor2017-18FinalVersion.xlsx


A Guide for LAP


For 2018–19 and beyond, School Apportionment and Financial Services will annually publish eligibility by March

31, for the following school year. Preliminary data will be shared in mid-January in time for districts to review

and challenge or correct.

B6. What does my LEA need to do for the F-203 for the LAP Allocations? (Revised)

The information will be collected on the F-203 Estimated Revenues Page and the F-203 Other Staff Factors Page.

It will be displayed on the F-203 1191 SN: Special Need Programs Report for LAP.

There are three pieces of data the LEA will need.

1) AAFTE for the 2017–18 school year.

This will be entered on the F-203 Estimated Revenues Page Item Code C1.

It will be displayed on F-203 1191 SN line I.A.

2) A sum of the 2017–18 AAFTE from the High Poverty Schools that the LEA wants to claim for the LAP High

Poverty School Allocation. Only include the FTE from the eligible schools that will be receiving a LAP High

Poverty School Allocation.

This will be entered on the F-203 Estimated Revenues Page Item Code Z076.

It will be displayed on F-203 1191 SN line I.C.

For more on receiving the LAP High Poverty School Allocation, see B7, B8, B9, and B10.

B7. Does my LEA have to claim the LAP Base Allocation and/or the LAP High Poverty School Allocation?

An LEA does not have to accept LAP funds. Due to the way the apportionment system is set-up, an LEA must

accept the LAP Base Allocation to accept the LAP High Poverty School Allocation.

An LEA can opt out of the LAP High Poverty School Allocation.

B8. Does my LEA have to claim the allocation for all eligible high poverty schools? One of our schools will only

generate $1,000 and the data reporting will exceed the cost of services. (Revised)

No. An LEA can opt out from receiving the LAP High Poverty School Allocation for any of its eligible schools.

On the F-203: Only include eligible schools receiving the High Poverty schools FTE on line I.C. If an eligible school

is being excluded, exclude the FTE from the F-203 Estimated Revenues Page Item Code Z076. (Displayed on F-203

1191 SN line I.C.)

On iGrants FP 218: Select YES or No for each school listed on the table on Page 2 determining if the school will

accept the high poverty allocation. Clearly mark YES, and enter the dollar amount from the LAP calculator, if the

school is accepting the high poverty allocation.

B9. If my LEA does not claim one part of the LAP High Poverty School Allocation(s) because one school opts

out, does my LEA get to use it for a different purpose?

No. LAP High Poverty School Allocations not allocated to the LEA are deposited in the state general fund and

may not be reallocated to increase school year funding allocations for LEAs at other schools.


A Guide for LAP


B10. What does my LEA need to do when completing the iGrants FP 218? (Revised)

Your LEA will need to complete the iGrants FP 218 to receive LAP Base Allocation and the LAP High Poverty

Schools Allocation. OSPI will provide this information to School Apportionment and Financial Services (SAFS) for

their calculation of yearly apportionment.

On Page 2 of the iGrants FP 218, the LEA will identify the High Poverty Schools that will be receiving the LAP High

Poverty School Allocation for the school year. OSPI will pull a final list of schools from FP 218. SAFS will then use

that list to pull actual final prior school year enrollment numbers for those schools from the P223 and calculate

the LEA’s annual LAP High Poverty School Allocation for the school year. This occurs in January, when

apportionment for all LEAs switches from budgeted (as reported on the F-203) to actual.

B11. Two of the LAP High Poverty Schools on the eligibility list merged for the 2018–19 school year. How will

their LAP High Poverty School Allocation be generated? (Revised)

Report schools from the 2017–18 school year on the current year’s iGrants form package (FP) 218. This way the

funding will follow the enrollment and poverty data. It is the responsibility of the LEA to track the high poverty

funds generated by the merged schools.

B12. One of the High Poverty Schools on the eligibility list merged with a school that was not on the list for the

2017–18 school year. How will their LAP High Poverty School Allocation be generated? (Revised)

The funds generated from the high poverty eligible school in the prior year will be spent in the school that

merged. Since one school did not generate a high poverty allocation, the funds spent in the merged school will

be based only on the eligible FTEs from the prior year’s eligible school.

B13. Our LEA is a new charter or tribal compact school, opening for the 2018–19 school year. Our poverty is

the FRPL rate of the school district where we are physically located. Are we eligible for the allocation?

(Revised)

For the LAP high poverty allocation, OSPI policy is to make new charter schools wait a year for enhancements

tied to a school’s poverty level. In the case of a new Tribal Compact School, if specific student FRPL data is

known, contact Gayle Pauley and T.J. Kelly, to request eligibility.

For the LAP base allocation, a new school would be eligible in its first year using the FRPL rate of the LEA where

the new school is physically located.

C. High Poverty Schools Fiscal Questions

C1. Where must the LAP High Poverty School Allocation(s) go?

The law is clear: the allocation(s) must go to the school(s) that generated them. Engrossed House Bill 2242

Section 402(10)(a)(ii) states: “school districts must distribute the high poverty-based allocation to the schools

that generated the funding allocation.” Further Section 403 says, “A district's high poverty-based allocation is

generated by its qualifying school buildings and must be expended by the district for those buildings. This

funding must supplement and not supplant the district's expenditures under this chapter for those school

buildings.” Further, the Legislative Agency Detail note provides additional intent. It states “The High Poverty-

Based Learning Assistance Program funding allocations must be distributed to the school building that generates

the funding and may not supplant the broader Learning Assistance Program funding.”



A Guide for LAP


C2. Do the LAP High Poverty School Allocation(s) have to go directly to the High Poverty Schools or can they be

pooled across High Poverty Schools?

The LAP High Poverty School Allocation needs to go to the school that generated the allocation for LAP services

for students who attend that school. See C1. An exception can be made for summer programming that may be

held for multiple schools if the economies of scale mean that one school is hosting the summer programming for

multiple schools. In that case, the LEA needs to charge back the cost of the program to the school based on

proportional enrollment of the summer program.

C3. How will the LEA demonstrate that the LAP High Poverty School Allocation has gone to a High Poverty

School?

LEAs must track LAP High Poverty School Allocations and expenditures for schools that receive a separate LAP

High Poverty School Allocation. Do this by:

I. Using applicable program and location accounting codes.

II. Ensuring the amount allocated is equal to the separate LAP High Poverty School Allocation as

determined by funding formula.

OSPI will review this during Consolidated Program Review (CPR).

C4. Our LEA has schools that will be receiving the new LAP High Poverty School Allocation. They never

previously were a LAP school. Do they have to receive LAP Base Allocation in the school?

No. It is not required to have LAP Base Allocation in the school to be able to receive the LAP High Poverty School

Allocation. However, the LEA cannot supplant LAP Base Allocation in the school with the LAP High Poverty

School Allocation. See C5 through C7 for more.

C5. What is the LAP High Poverty School’s Supplement not Supplant provision?

Engrossed House Bill 2242 Section 403 states “This funding must supplement and not supplant the district's

expenditures under this chapter [LAP] for those school buildings.” Further, the Legislative Agency Detail note

provides additional intent. It states, “The High Poverty-Based Learning Assistance Program funding allocations

must be distributed to the school building that generates the funding and may not supplant the broader

Learning Assistance Program funding.”

The guiding principle is that the LAP Base Allocations are distributed to schools based on a clear educational

purpose and the LAP High Poverty School Allocation provide additional funds to the school. A LAP High Poverty

School Allocation should not replace a LAP Base Allocation. The LAP High Poverty School Allocation is intended

to be additional. See C7 for examples where supplanting is or is not occurring.

C6. Are the tests for supplanting identical to Title I, Part A? Are there tests?

No. The rules and tests for supplanting under Title I, Part A under the Every Student Succeeds Act are different

than the LAP supplanting tests.

The state Legislature wrote a specific supplement not supplant provision that only applies to the LEA’s

expenditures for LAP Base Allocation and High Poverty School Allocation. Unlike Title I, Part A supplanting, the

LAP supplement not supplant provision does not consider services funded with general apportionment or

federal programs.



A Guide for LAP


C7. Please provide some examples of LAP Supplement not Supplant.

The LEA needs to ensure that the High Poverty School Allocation is an additional amount for the school. It

cannot be in place of a LAP Base Allocation. OSPI is not requiring that the LAP Base amount stay static in schools

year after year. It also recognizes that some schools receiving the LAP High Poverty School Allocation have not

previously received LAP funds.

Table 1 on the next page provides four examples. These examples take into account that not all schools in an LEA

previously received a LAP Base Allocation and that an LEA may need to reprogram its LAP Base Allocation.

Example 1: Apple Elementary School is an example of the LEA adding more the LAP High Poverty School

Allocation on top of the LAP Base Allocation.

Example 2: Banana School is an example of the LEA explicit supplanting. The LEA has removed the LAP Base

Allocation from the Banana School because it is receiving a LAP High Poverty School Allocation. It is not receiving

any additional funds. This is not allowed.

Example 3: Cherry Middle School is new to LAP for the 2017–18 school year. The LEA previously dedicated LAP to

elementary schools and is going to continue to prioritize LAP in elementary schools. Now Cherry Middle School

will receive the LAP High Poverty School Allocation. This is not supplanting because there is a clear educational

reason for the way LAP Base is distributed.

Example 4: Date High School is more complicated. The LEA reduced the LAP Base Allocation to the school

because the LEA experienced a LAP reduction. It opted to prioritize K–4 services and reduced allocations to all

other programs by 25%. This is an example where the LEA has a clear educational purpose for how it distributes

its LAP Base Allocation and can justify the change.

Table 1: Supplement not Supplant Examples with the LAP High Poverty School Allocation

(A)

Example School

(B)

2016-17 LAP Base

Allocation

(C) 2017-18 LAP Base

Allocation

(D)

2017-18 High

Poverty Schools

Allocation

(E)

2017-18 Combined LAP at the

School

Column (C) +

Column (D)

(F)

2017-18 Net NEW

LAP at the School

Column (E)

- Column (B)

(G)

Is the LEA using the LAP High Poverty School Allocation to Supplant the LAP Base Allocation?

Example 1:

Apple Elementary School

$100,000 $100,000 $100,000 $200,000 $100,000 Not supplanting. The LAP High Poverty School Allocation is in addition to the LAP Base Allocation.

Example 2:

Banana

Elementary

School

$100,000 $0

$100,000 $100,000 $0 Yes, supplanting. The LAP High Poverty School Allocation replaced LAP Base Allocation. This is not allowed.

Example 3:

Cherry

Middle

School

$0 $0

$100,000 $100,000 $100,000 Not supplanting. The LAP High Poverty Allocation is in addition to. In this case the LAP Base amount was zero before and continues


A Guide for LAP


(A)

Example School

(B)

2016-17 LAP Base

Allocation

(C) 2017-18 LAP Base

Allocation

(D)

2017-18 High

Poverty Schools

Allocation

(E)

2017-18 Combined LAP at the

School

Column (C) +

Column (D)

(F)

2017-18 Net NEW

LAP at the School

Column (E)

- Column (B)

(G)

Is the LEA using the LAP High Poverty School Allocation to Supplant the LAP Base Allocation?

to be zero for educational reasons because the LEA put LAP Base Allocation only in elementary schools.

Example 4: Date High School

$100,000 $75,000

$100,000 $175,000 $75,000 Not supplanting.

The LAP High Poverty School Allocation is in addition to. In this case, the LAP base amount was reduced because the LEA had a decline in its LAP Base Allocation. It prioritized K-4 over all other programs. It had an educational reason for reducing the LAP Base Allocation.

C8. What indirect administrative rate applies?

The federal restrictive indirect rate for the school year applies. School Apportionment and Financial Services

provides approved school district indirect cost rates.

C9. The administrative costs to track the separate LAP High Poverty School Allocation and complete the

necessary data reporting exceed my LEA indirect rate. How will the LEA pay for this?

If the restricted indirect rate does not cover the costs of administration, the LEA can charge its LAP Base

Allocation.

C10. How long does a school have to spend the LAP High Poverty School Allocation? How much carryover is

allowed? (Revised)

The LAP High Poverty School Allocation is provided on a school year calendar, just like the LAP Base Allocation.

For each school year, the period of funds is from September 1 to August 31. A school may retain 10 percent in

carryover, per WAC 392-162-112, as long as the LAP High Poverty School Allocation is used for students at the

school that generated it. Carryover amounts in excess of ten percent will be recovered by OSPI School

Apportionment and Financial Services in January of the following school year. Recovered funds are deposited in

the state general fund and may not be reallocated to increase school year funding allocations for LEA the

following year.

Note: For the 2018–19 school year only, all unspent LAP high poverty funds from 2017–18 can be carried over. It

is the responsibility of the LEA to track and distribute the LAP high poverty carryover to the individual schools

that generated the funds from school year 2017–18.

http://www.k12.wa.us/safs/FinancialResources.asp

http://app.leg.wa.gov/WAC/default.aspx?cite=392-162-112


A Guide for LAP


C11. Does the LAP High Poverty School Allocation have to be spent at that physical location?

No. The LAP services, as long as they are consistent with the Menus of Best Practices for ELA, Math, and

Behavior, may be provided at an off-site location (for example, mentoring, summer programming if two schools

are located at one school, targeted professional learning). However, the services must benefit LAP-served

students (or teachers/paraeducators/staff if targeted professional learning) assigned to the school.

C12. Title I, Part A and LAP High Poverty School Allocation: If the LEA has any type of LAP funds in a school, can

the LEA skip that school for Title I, Part A Ranking and Allocation Purposes?

No. The LAP Base Allocation and/or LAP High Poverty School Allocation cannot be a reason a school “skips” for

Title I, Part A Ranking and Allocation. This is a change. Previously, OSPI allowed a LEA to “skip” a school during

Ranking and Allocation if there was LAP funds in the school. This will no longer be allowed due to the passage of

Engrossed House Bill 2242. This is for two reasons.

(1) The expressed intent of the Legislature is that the LAP High Poverty School Allocation provide additional

funds to the school. LAP has specific requirements that the LAP High Poverty School Allocation goes to

the school that generated the allocation. It also has a LAP Base Allocation supplanting provision.

Allowing the LEA to “skip” it for Title I, Part A undermines the intent to provide additional funding to the

school.

(2) ESSA has a new supplement not supplant provision for Title I, Part A. It states, “a local educational

agency shall demonstrate that the methodology used to allocate State and local funds to each school

receiving assistance under this part ensures that such school receives all of the State and local funds it

would otherwise receive if it were not receiving assistance under this part.” Given that the LAP High

Poverty School Allocation must go the school that generated the allocation, allowing a school to be

“skipped” for Title I, Part A Ranking and Allocations purposes would be in conflict with this new provision

of ESSA.

C13. Title I, Part A and LAP High Poverty School Allocation: The eligible High Poverty Schools list for my LEA

includes schools that our LEA has considered to be a “program” and excluded from Title I, Part A ranking and

allocation. Can that continue?

The LEA must be consistent. OSPI will allow the LEA to “skip” a school in the Ranking and Allocation process if it

is actually a “program” and not a brick and mortar school. However, if the LEA accepts the LAP High Poverty

School Allocation for a “program” school, it cannot treat that school as a “program” when doing ranking and

allocation for Title I, Part A.

C14. Title I, Part A and LAP High Poverty School Allocation: May LAP High Poverty School Allocations be

combined with Title I, Part A funds in a schoolwide program?

Yes. Please review I4 for more information on combining LAP allocations into a Title I, Part A schoolwide.

C15. Title I, Part A and LAP High Poverty Schools Allocation: May LAP High Poverty School Allocations be

considered a single cost objective for reporting purposes?

The same rules apply to LAP Base Allocations and LAP High Poverty School Allocations. The answer depends on

the types of activities. Please review I3 carefully for your specific circumstance.

http://www.k12.wa.us/SSEO/ELAMenuBestPractices.aspx

http://www.k12.wa.us/SSEO/MathMenuBestPractice.aspx

http://www.k12.wa.us/SSEO/BehaviorMenu.aspx



A Guide for LAP


C16. Title I, Part A and LAP High Poverty School Allocation: Will employees funded by LAP be required to

complete time and effort reports?

The same rules apply to LAP Base Allocations and LAP High Poverty School Allocations. The answer depends on

the types of activities. Please review I5 carefully for your specific circumstance.

C17. Title I, Part A and LAP High Poverty School Allocation: Are the LAP High Poverty School funds required to

provide equitable services to private schools?

No. That provision only applies to Title I, Part A. It does not extend to LAP.

C18. Title I, Part A and LAP High Poverty School Allocation: How will the LAP High Poverty School Allocation

impact Title I, Part A Comparability Requirements?

LEAs must show comparability of services (state and local resources) in Title I schools to the services provided in

non-Title I schools. Consistent with OSPI’s current practices, state-funded LAP, state-funded special education,

and state-funded LEP/bilingual educational staff may be excluded.

C19. Can a school carryover ten percent of the LAP High Poverty allocation if they do not qualify for the LAP

High Poverty allocation the following year? (New)

Yes. Carryover funds are still available for the building even if they do not qualify for new funds for the current

school year. This school will need to report services to students on the LAP end-of-year report. See section H for

more information.

D. LAP High Poverty Schools Program Questions

D1. What recommendations does OSPI have for spending this new High Poverty School Allocation?

Please review the Menus of Best Practices for ELA, Math, and Behavior for ideas, including providing or

expanding:

Extended Learning Time (before/after school, Saturdays, summer) Tutoring (during the school day) Transition Services into Kindergarten Transition Services to High School and Graduation Services Professional Learning (for all educators working with LAP-served students explicitly tied to student

learning goals, student achievement, the needs of diverse student populations, specific literacy and math content and instructional strategies, and using student work to guide instruction and assistance)

Consultant Teachers/Coaches Mentoring/Community Partnerships

Family Engagement You can also refer to the LAP High Poverty Funds Guidance on the LAP website.

D2. Can the LAP High Poverty School Allocation be used for extended learning time?

Yes. OSPI strongly encourages LEAs to consider summer learning or extended learning time opportunities for

students who have not yet met grade-level standards in ELA, math, or for 8th graders needing high school

transition, or 11th and 12th grade graduation assistance. This new LAP High Poverty School Allocation provides

the opportunity for an additional 39 hours of instruction for students at schools where at least 50 percent of the




http://www.k12.wa.us/LAP/pubdocs/HPExpendituresGuidance.pdf


A Guide for LAP


students are eligible for FRPL. Though extended year is not mandated we encourage schools to consider summer

learning opportunities. See I11 to I17 for more Q&A on LAP and extended learning time.

D3. Can the LAP High Poverty School Allocation be used for early learning or kindergarten transition?

It depends. Review Section J: Early Learning, Kindergarten Transition, and Kindergarten. Washington state

statute starts LAP eligibility at kindergarten. Preschool/early learning services cannot be provided. LAP funds

may support transition to kindergarten through a number of different strategies provided in the Menus of Best

Practices and Strategies.

Consider using Title I, Part A funds for early learning activities at the school/LEA in situations where LAP cannot

be used because of the age of the child. More is available in OSPI’s guide Funding Early Learning Activities in

Washington State with Title I, Part A Birth – Age 5.

D4. Can the LAP High Poverty School Allocation be used for behavior supports?

Yes. Another option is behavior supports and services. The LAP High Poverty School Allocation can be used for

any of the activities in the Menu of Best Practices for Behavior for students who have not yet met grade-level

standards for math or ELA or are in need of graduation services for 11th and 12th grade. Behavior data reporting

requirements do apply. See Sections G and H and the Menu of Best Practices for Behavior.

D5. Is additional professional learning on behavior practices like PBIS or trauma informed care allowable with

the LAP High Poverty School Allocation? (Revised)

Yes. If the professional learning is designed around identifying and supporting students who need behavior

supports who have not yet met grade-level standards in ELA or Math, or who are in need of graduation services

for the 11th and 12th grade.

D6. Is hiring additional staff to provide behavior interventions allowable with the LAP High Poverty Schools

Allocation? (Revised)

Yes. If the additional staff is designed around identifying and supporting students who need behavior supports

who have not yet met grade-level standards in ELA or Math, or who are in need of graduation services for the

11th and 12th grade. Behavior data reporting requirements do apply. See Sections G and H and the Menu of

Best Practices for Behavior.

D7. May the LAP High Poverty School Allocation be used to meet the requirement that LAP funding focus first

on K–4 Literacy? MUST the LAP High Poverty School Allocation be used to meet the requirement that LAP

funding focus first on K–4 Literacy?

The LEA may use the LAP High Poverty School Allocation on K–4 literacy, but it is not required. For more on

meeting the threshold, see F2.

D8. Who decides how the LAP High Poverty School Allocation will be spent? The LEA or the school principal?

That is a decision left to the LEA to determine based on their policies and procedures. OSPI emphasizes that the

expenditures must align with the LAP law (RCW 28A.165), WACs (392-162), and the Menus of Best Practices for

ELA, Math, and Behavior.

http://k12.wa.us/ESEA/ESSA/pubdocs/FundingEarlyLearningActivitiesinWashingtonState.pdf





http://app.leg.wa.gov/RCW/default.aspx?cite=28A.165






A Guide for LAP


D9. Who is eligible for LAP services funded with the LAP High Poverty School Allocation?

LAP eligibility is determined by the LEA using multiple measures of performance. The eligibility criteria for LAP

services does not change with the new LAP High Poverty School Allocation. The new LAP High Poverty School

Allocation allows for the expansion of number of students served and/or the intensity/duration of the services.

For more on LAP student eligibility, refer to E2.

D10. How will the LEA code students served by the LAP High Poverty School Allocation? Is student growth

required? (Revised)

The same reporting requirements apply to the LAP High Poverty School Allocation. The LEA will have to follow

the established protocol for data reporting and student growth. OSPI recommends planning to train the

appropriate school staff on reporting requirements. Please refer to the CEDARS manual and the LAP data

reporting webpage for additional information on LAP student data reporting.

D11. Will students served by the LAP High Poverty School Allocation have a different CEDARS code?

No. LAP will only have one set of CEDARS codes. The coding will not differentiate between LAP Base and LAP

High Poverty Schools.

D12. Are the same LAP activities allowed for LAP Base and LAP High Poverty Schools, or are the activities

different?

The activities are the same and should align with the LAP law (RCW 28A.165), WACs (392-162), and the Menus of

Best Practices for ELA, Math, and Behavior. The only exception is Readiness to Learn (RTL), which only applies to

the LAP Base Allocation. Refer to D13 for an explanation on RTL and LAP High Poverty Schools.

D13. Does the 5 percent set-aside for RTL apply only to the LAP Base Allocation or does it extend to the LAP

High Poverty School Allocation?

RTL only applies to the LAP Base Allocation. RCW 28A.165.035(2)(g) is “five percent of a district's learning

assistance program allocation.” RCW 28A.165.055 and RCW 28A.150.260 (10)(a) establish two different

allocations—a LAP Base Allocation and a LAP High Poverty School allocation. As such, 28A.165.035(2)(g) is

limited to just the LAP Base Allocation for RTL.

D14. Our alternative high school wants to use its LAP High Poverty School’s funding for a graduation coach. Is

this allowable? How are those students coded? (Revised)

Yes. Graduation coaches are an allowable use of LAP funds under Menus of Best Practices for ELA, Math, and

Behavior, under Transition Services/Graduation Assistance. For LAP data reporting, students in Graduation

Assistance are reported based on the number of students and the type of service received. Below is a snapshot

of how Graduation Assistance is reported on the LAP end-of-year report. For more information on graduation

assistance, please refer to the Menus of Best Practices for ELA, Math, and Behavior, transition services sections,

and to section G Graduation Assistance of this document.

http://www.k12.wa.us/CEDARS/Manuals.aspx

http://www.k12.wa.us/LAP/DataReporting.aspx


http://app.leg.wa.gov/RCW/default.aspx?cite=28A.165












A Guide for LAP


D15. What types of professional learning can be paid for with the LAP High Poverty School Allocation?

Professional learning paid for with the LAP High Poverty School Allocation must be targeted to professionals who

serve students in LAP. It is not limited to professionals paid with LAP dollars. However, the targeted professional

development must be directed at strategies to support students who have not yet met standard in ELA or math.

See D4 for behavior and professional learning.

Targeted professional learning refers to an evidence-based practice that focuses on improving teaching practices

in a particular content area and/or a particular grade level in order to meet student needs. Targeted professional

learning should be explicitly aligned to student learning goals, student achievement, and school improvement.

The focus of targeted professional learning, when funded by LAP, could include behavioral strategies,

pedagogies, and skills that will specifically support students who have not yet met grade-level standards.

The focus of targeted professional learning, when funded by LAP, should support students who have not yet met

grade-level standards in ELA and/or math; however, when using LAP funds for professional learning that may be

beneficial for all students, the objective should be to target the needs of students served by LAP. If the intent is

to support LAP-served students, other forms of targeted professional learning that may benefit all students can

be used. For example, at an Elementary School receiving the LAP High Poverty School Allocation, LAP could

support targeted professional learning for kindergarten educators, early learning providers, and caregivers in

family engagement practices.

D16. For technology, what is allowable with the LAP High Poverty School Allocation? (Revised)

Technology can be purchased with the LAP High Poverty School Allocation if it is to provide support to students

receiving LAP services. For example, it can be an additional instructional support for a LAP-served student or it

could be the software or platform needed for online credit retrieval courses. Technology is a tool, not an

intervention in and of itself. Technology alone cannot replace effective teaching or intervention activities. It

must be a balanced supplement, especially with students who struggle. These guidelines are the same for the

LAP Base Allocation.


A Guide for LAP


D17. If High Poverty Schools opt to use the funding for online math or reading support, how do we report this

on the LAP end-of-year report?

It depends on the grade level and services provided to the student. For example, if online credit retrieval is

offered, this service is reported under graduation assistance. If online tutoring is offered, this service is reported

at the student level under extended learning time or tutoring.

D18. How can the LAP High Poverty School Allocation be used for parent and family engagement (PFE)? May

LAP funds be used to cover the cost of food, childcare, or transportation?

Yes. See question I18.

D19. If an LEA does not currently have assessments that are used consistently to measure academic yearly

growth, can the LAP High Poverty School Allocation be used to purchase these? (New)

It depends. Assessments that are administered to all students may not be charged to LAP funds. Specific

assessments that are administered only to LAP-served students are allowable charges to LAP, provided the

assessments are used solely to support LAP interventions, progress monitoring, diagnostic assessments, or to

measure academic growth resulting from program interventions.

E. LAP in General

E1. What is LAP?

LAP is a supplemental state-funded program designed to assist students in grades K–12 who score below

standard in English language arts (ELA) and mathematics. WAC 392-162-010

LEAs must, when participating in LAP:

1. Implement a learning assistance program that first addresses the needs of students in grades K–4 who are not yet at grade-level in ELA or readiness skills to improve literacy.

2. Use data when developing programs to assist students scoring below grade level standard in ELA and mathematics, as well as address behavioral needs to improve students’ academic performance.

3. Use the most effective and efficient practices (Menus of Best Practices of ELA, Math, and Behavior), when implementing and providing supplemental instruction and services to assist students scoring below grade level standard in ELA and mathematics, as well as address behavioral needs to improve students’ academic performance.

LEAs may provide extended learning opportunities to assist students scoring below grade level standard in ELA

and/or mathematics. LEAs may also provide graduation assistance for students, which includes (1) support for

grade 8 students transitioning into high school through grade 9, and (2) students in grades 11 and 12 who are at

risk of not meeting state and local graduation requirements (e.g., credit retrieval). Refer to Graduation

Assistance Section K for more information on grades 11 and 12.

E2. How are students identified as participating in LAP services? (Revised)

RCW 28A.165.015 defines a participating student as, “a student in kindergarten through grade twelve who

scores below standard for his or her grade level using multiple measures of performance, including statewide

student assessments or other assessments, and performance measurement tools administered by the school or

LEA and who is identified by the LEA to receive services.”

http://app.leg.wa.gov/WAC/default.aspx?cite=392-162-010




http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.165.015


A Guide for LAP


A student is eligible for LAP services if he/she scores below standard in ELA or mathematics for his or her grade

level using multiple measures of performance. Prior to receiving LAP behavior services, students must have been

identified, using multiple measures of performance, as scoring below standard for their grade level in either ELA

or mathematics. While additional indicators must be used to identify a student for behavior services, the impact

of behavior services is measured by academic growth in ELA or mathematics. The assumption is that the

behavior services should positively influence student academic outcomes.

RTL programs are designed to serve K–12 students significantly at risk of not being successful in school. Each LEA

determines the eligibility criteria for participation in RTL programs. Students do not need to have been identified

as scoring below grade-level standard in ELA or mathematics to participate in RTL programs.

High school students who have failed required coursework to meet state and local graduation requirements do

not require multiple measures to receive graduation assistance support in LAP for grades 11 and 12.

E3. Must LAP be used to provide learning assistance and supports that are in addition to core instruction?

Yes. LAP is a program that must be used to provide supplemental services and supports for qualifying students.

E4. Can LAP pay for an educator’s English Language Endorsement? (New)

No. LAP cannot pay for an English Language (EL) endorsement. Title III can pay for a teacher to pursue an EL endorsement, excluding the fee to add the endorsement to the teacher’s certificate. For more information contact the Title III office at 360-725-6147. The Professional Educator’s Standards Board (PESB) also offers an educator re-tooling scholarship program. Visit the PESB website for more information.

E5. Can LAP fund translation services? (New)

It depends. There are certain requirements under federal and state law that must first be met, before using LAP. Under federal and state law, all parents have the right to information about their child’s education in a language they can understand. Please refer to Title IV regulations, Chapter 28A.642 RCW, and Chapter 392-190 WAC. LAP can pay for translation services in relation to information about the program and program activities.

E6. Is it allowable to provide LAP services in a language other than English? (New)

It depends. If students are eligible for LAP and their primary language is not English they are eligible to receive LAP services in their primary language.

E7. Are online schools, alternative schools, open door programs, and reengagement schools eligible to receive

LAP? (New)

Maybe. These schools qualify for LAP Base and LAP High Poverty Allocations the same way other schools do.

OSPI creates a LAP Calculator for each school year to assist LEAs in determining their LAP allocations. You can

access it here. The calculator is for LAP Directors and Business Managers. It provides information needed for the

F-203 and iGrants form package (FP) 218. It determines an LEA’s LAP Base Allocation and High Poverty School

Allocation under LAP.

E8. Can LAP funds be used for field trips? How are field trips reported on the LAP end-of-year report? (New)

It depends. Field trips are LAP allowable if: 1) students are receiving LAP services, and 2) the field trip is tied to the LAP support.

https://www.pesb.wa.gov/workforce-development/developing-current-educators/educator-retooling/

http://links.govdelivery.com/track?type=click&enid=ZWFzPTEmbXNpZD0mYXVpZD0mbWFpbGluZ2lkPTIwMTcwNzI3Ljc2Mzg1ODkxJm1lc3NhZ2VpZD1NREItUFJELUJVTC0yMDE3MDcyNy43NjM4NTg5MSZkYXRhYmFzZWlkPTEwMDEmc2VyaWFsPTE2ODg5MTMwJmVtYWlsaWQ9a21hZ3lhckBjbG92ZXJwYXJrLmsxMi53YS51cyZ1c2VyaWQ9a21hZ3lhckBjbG92ZXJwYXJrLmsxMi53YS51cyZ0YXJnZXRpZD0mZmw9Jm12aWQ9JmV4dHJhPSYmJg==&&&100&&&http://k12.wa.us/SAFS/Misc/BudPrep17/LAPCalculatorfor2017-18FinalVersion.xlsx


A Guide for LAP


F. First Focus K–4 ELA

F1. What does the RCW say about the “first focus” priority for LAP?

RCW 28A.165.005 states, “School districts implementing a learning assistance program shall focus first on

addressing the needs of students in grades kindergarten through four who are deficient in reading or reading

readiness skills to improve reading literacy.”

F2. How is an LEA expected to meet the K–4 ELA focus? How is this possible with the LAP High Poverty Schools

Allocation expanding the students and schools served by the program?

OSPI revised the LAP rules to address this now that the LAP High Poverty Schools Allocation will increase the

number of middle and high schools participating in the LAP program.

Beginning in the 2017–18 school year, approximately 50 percent of the total number of students served by LAP

in grades K–4 need to be enrolled in grades K–4 ELA or K–2 Readiness. Each LEA must determine the

intervention services it will offer to support students who have not yet met K–4 ELA grade-level standards.

F3. If families do not want their children to participate in K–4 LAP ELA services, what procedures should the

LEA/school follow?

LEAs should have clear documentation that services are declined by families. That documentation must be kept

at the school and be accessible to the LEA office for audit/monitoring purposes. The Office of Superintendent of

Public Instruction (OSPI) recommends keeping the documentation for five years.

F4. Is there more information about the use of LAP in the ELA content area?

Please refer to the ELA Menu of Best Practices and Strategies.

F5. Is the K–4 literacy report the same as the K–4 first focus in ELA? (New)

No. The K–4 literacy report is a separate yearly report in iGrants. Please contact the English Language Arts

department for more information (360) 725-6064.

F6. Does LAP require individualized intervention plans? (New)

No. Individualized intervention plans are not required for students receiving LAP services. It is best practice,

however, to tailor the LAP services to the needs of the students and to notify families of the services being

provided.

F7. How is the required K–4 intensive literacy improvement strategy connected to LAP? (New)

LEAs must implement an intensive reading and literacy improvement strategy from a state menu of best

practices, or an alternate strategy, for any student who received a score of basic or below basic on the 3rd grade

statewide student assessment in ELA in the previous school year.

LEAs must implement an intensive reading and literacy improvement strategy from a state menu of best

practices, or an alternate strategy to be approved by OSPI, for all students in grades K–4 at the school where 40

percent or more of the tested students (per state calculation) receive a score of basic or below basic on the 3rd

grade statewide student assessment in ELA in the previous school year.

http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.165.005

http://apps.leg.wa.gov/wac/default.aspx?cite=392-162-020


http://www.k12.wa.us/SSEO/Menus.aspx





A Guide for LAP


G. Behavior

G1. How can a LEA use LAP funds to provide behavior services?

LEAs may serve students who have not yet met grade-level standards in ELA or mathematics with behavior

services. These services are available for students when the LEA believes addressing behavioral needs would

improve students’ academic performance.

Prior to receiving LAP behavior services, students must have been identified, using multiple measures, as scoring

below standard for their grade level in either ELA or mathematics. While additional indicators must be used to

identify a student for behavior services, the impact of behavior services is measured by academic growth. The

assumption is that the provision of behavior services should positively influence student academic outcomes.

The LEA may also use their five percent LAP Base Allocation for community partnerships to provide academic or

non-academic supports to students in an effort to improve overall readiness to learn. These funds are not

limited to LAP-eligible students, and may be used to support a LEA staff person who is tasked with improving

school climate, implementing universal intervention systems to improve academic access, and to improve

practices associated with social-emotional learning. The LEA could, in theory, use their five percent set-aside for

universal Tier 1 interventions, and use regular LAP dollars for Tier 2 and Tier 3 interventions for LAP-eligible

students.

G2. Do students identified for LAP behavior services also have to be below standard academically in ELA

and/or mathematics to be served by LAP? (Revised)

Yes. Students must have not yet met grade-level standards for math or ELA. LAP-served students may also

receive behavioral supports as part of a LEAs Readiness to Learn program or as part of graduation assistance

services. See sections K & M.

G3. What are some allowable activities for the use of LAP funds to address behavior?

Please see the Behavior Menu of Best Practices and Strategies. LEAs will use a practice or strategy from the

behavior menu, or exercise the option of using an alternative practice or strategy that meets OSPI approval and

improves student outcomes.

H. Accountability and Reporting

H1. Are individual LAP Student Learning Plans required?

No. Individual LAP Student Learning Plans are no longer required.

H2. How will LAP be monitored by OSPI?

OSPI will monitor LAP requirements as part of the state’s Consolidated Program Reviews (CPR). Additionally,

each LEA’s LAP end-of-year report in EDS is reviewed annually. The primary purpose of monitoring is to review

how LAP-served students are identified and served; how the LEA allocates and funds resources; and how

programs are implemented with fidelity and evaluated for effectiveness.

H3. How will LEAs report LAP program data to OSPI? (Revised)

The required data for CEDARS File (I) (program enrollment) and CEDARS File (Q) (academic growth data) will be

collected through the LEA’s Student Information System (SIS) and loaded into the Education Data System (EDS).



A Guide for LAP


The remaining school and LEA level data needed to complete the LAP end-of-year report is reported in the LAP

application directly, which will be accessible through the EDS.

H4. What information will be collected through the LAP application in EDS?

The LAP application in EDS has three primary sections:

A. Student Data

a. Student List (validate File Q data)

b. Academic Growth and Progress Monitoring

c. Graduation Assistance

B. LAP Services (schools and LEAs enter information in EDS)

a. Professional Learning

b. Family Engagement

c. Readiness to Learn

C. Funding Distribution (LEAs enter information in EDS)

a. LAP Expenditures b. Title I, Part A (only if the LEA uses schoolwide funds in place of LAP)

H5. Does graduation assistance (grade 8 transitions to high school and credit retrieval for grades 11 and 12)

require submission of growth data? (Revised)

No. The graduation assistance section reports the services provided for grade 8 transitions to high school and

credit retrieval for 11th and 12th grade students who are not on track to meet local or state graduation

requirements. Users will identify the number of students receiving LAP support.

If a school provided graduation assistance services only, no student-level data will appear on the student list tab

within the LAP application. However, all tabs will still need to be marked complete to finalize the report.

Below is a snapshot of how Graduation Assistance is reported on the LAP end-of-year report. For more

information on graduation assistance, please refer to the Menus of Best Practices for ELA, Math, and Behavior,

transition services sections, and to section G Graduation Assistance of this document.

https://eds.ospi.k12.wa.us/Login.aspx?ReturnUrl=%2fMyAccount.aspx

https://eds.ospi.k12.wa.us/Login.aspx?ReturnUrl=%2fMyAccount.aspx





A Guide for LAP


H6. Do content nights require submission of growth data? (New)

No. LAP can fund content nights that specifically target inviting LAP-served students and families to the event.

Schools will report this LAP funded service under the Family Engagement tab on the end-of-year report. If no

students are receiving LAP services in the school, LAP cannot fund a content night.

H7. Where can I find technical assistance on determining months of growth? (Revised)

Please refer to the LAP Guidance/User Guide located on the LAP data reporting webpage of the OSPI website.

The LAP data reporting website also includes conversions to calculate months of growth.

H8. What assessments should LEAs use for screening students for LAP eligibility? (New)

OSPI does not endorse any one screening tool. LEAs can refer to the National Center on Response to

Intervention’s (NCRTI) Screening Tools Chart as a reference for selecting assessments used for screening. The

chart reflects results from four years of reviews and provides up-to-date information on assessments that are

sent to the center for the quality of rating, in addition to being valid, reliable, and normed. The quality of rating

varies among those reviewed.

Educators should administer the assessment with fidelity to the chosen instrument. Fidelity will ensure that

teachers, parents/guardians, and students will receive useful information about student strengths and needs.

H9. What assessments should LEAs use for progress monitoring and for measuring months of growth?

(Revised)

OSPI does not require particular assessments for LEA use. LEAs should use assessments that are consistent with

the instructional strategies and intervention services in order to ensure that LAP is effective, and that student

growth measures are reliable both for tailoring services for individual students and reporting in the statewide

data system.

LEAs can also review the Academic Progress Monitoring Tools Chart from the National Center on Intensive

Intervention (NCII) as a reference for selecting progress-monitoring assessments.

Educators should administer the assessment with fidelity to the chosen instrument. Fidelity will ensure that

teachers, parents/guardians, and students will receive useful information about student achievement.

The LAP Guidance/User Guide document also contains additional helpful resources on this topic.

H10. If a LEA does not currently have assessments that are used consistently to measure academic yearly

growth, can LAP funds be used to purchase these? (Revised)

It depends. Assessments that are administered to all students may not be charged to LAP funds. Specific

assessments that are administered only to LAP-served students are allowable charges to LAP, provided the

assessments are used solely to support LAP interventions, progress monitoring, diagnostic assessments, or to

measure academic growth resulting from program interventions.

H11. I am logged on to EDS, but I am not seeing the LAP application on my EDS application list. Where do I find

it?

If the LAP application is NOT appearing on the list, the user does not have access to it. EDS application access is

distributed at the LEA level by the District Security Manager. When the user contacts their District Security

http://www.k12.wa.us/LAP/pubdocs/LAPGuidanceUserGuide2017-18.pdf


https://rti4success.org/resources/tools-charts/screening-tools-chart

http://www.intensiveintervention.org/chart/progress-monitoring

http://www.k12.wa.us/LAP/pubdocs/LAPGuidanceUserGuide2017-18.pdf


A Guide for LAP


Manager, they will ask for the ‘LAP User Role.’ For additional information, please refer to the “Accessing the

Application” user guide on the LAP Data Reporting website.

H12. If a teacher is funded through both LAP and Title I, Part A, how should the students they serve be

reported? (Revised)

In situations where there is a clear separation of programs (e.g., one section with 1st grade LAP-served students

and another with 2nd grade Title I, Part A students), the students should be recorded in the LAP data reporting

tool or the Title I, Part A End-of-Year Report, iGrants form package (FP) 244, as appropriate.

Schoolwide students do not need to be coded as receiving Title I, Part A services in CEDARS. Only students

receiving services in a Targeted Assistance program need to be coded in CEDARS.

If a group of LAP-served and Title I, Part A-served students are receiving the same interventions together; they

should all be coded under both data collections. See note above about coding students in a schoolwide program.

H13. Do I report students in the LAP student data report for the K-4 literacy report? (New)

No. The K-4 literacy report is a separate report in iGrants. See F5-F7.

I. Fiscal I1. May a portion of LAP Allocations be carried over to the next fiscal year? (Revised)

Yes. Beginning with the 2018–19 school year, a LEA may carry forward up to ten percent from one year to the

next for both the LAP Base Allocation and LAP High Poverty School Allocations. The funds must be used for

allowable LAP activities. Carryover amounts in excess of ten percent will be recovered by OSPI School

Apportionment and Financial Services in January of the following school year. Recovered funds are deposited in

the state general fund and may not be reallocated to increase school year funding allocations for LEAs the

following year. See C10 for carryover regarding LAP High Poverty School Allocations.

I2. Are indirect costs applied to LAP?

Yes. The LEA may use an indirect cost amount up to the federal restricted rate. School Apportionment and

Financial Services provides approved school district indirect cost rates.

I3. May Title I, Part A and LAP funds still be considered as a single cost objective for reporting purposes?

Yes and no. Please read the following carefully for situations that apply to your LEA’s needs.

Yes. Funds are combined in a schoolwide. When LAP and Title I, Part A funds have been combined in a

schoolwide program, then they can share a single cost objective.

It depends. The rest of this answer pertains to LEA fiscal reporting where there is LAP, Targeted Assistance,

and/or the LAP funds have not been combined with Title I, Part A funds in the schoolwide. Both LAP and Title I,

Part A programs offer supplemental services for K–12 students in need of academic supports to meet state

standards. LAP academic supports are specific for students scoring below grade-level standard in ELA and

mathematics. These supports may include academic readiness skill development or behavior supports to address

barriers preventing students from accessing core instruction.

http://www.k12.wa.us/LAP/Data/EDS.aspx

http://www.k12.wa.us/safs/FinancialResources.asp


A Guide for LAP


Yes. The following services commonly provided under LAP are also allowable services under Title I, Part A. As

such, OSPI is allowing LEAs to use a single cost objective for LAP and Title I, Part A in the following areas for

services offered in the area of ELA, mathematics, and behavior services (provided to improve student academic

outcomes):

Extended Learning Time

Tutoring

Consultant Teachers

Family Engagement

Professional Development/Professional Learning Communities

Readiness to Learn

Community Based Partnerships

Yes. OSPI is allowing LEAs to use a single cost objective for 8th grade transition services to high school and 11th

and 12th grade graduation assistance/credit retrieval. The LAP statute allows for services for students needing

transition services to high school and graduation assistance. Please see RCW 28A.165.015, RCW 28A.165.035,

and RCW 28A.320.190. Title I, Part A also allows for high school transition services and credit retrieval. A single

cost objective is an option in this situation.

No. Title I, Part A funds may also be used for academic support for students in content areas outside of ELA and

mathematics (e.g., science). Title I, Part A services provided outside of ELA and mathematics need to use a

separate cost objective. The exception here is as noted above for 8th grade transition services to high school and

11th and 12th grade graduation assistance/credit retrieval.

Note: If an activity is not explained in this document, please contact the LAP/Title I, Part A office for clarification.

For additional information about single cost objectives or split funding, please see question I5 and review the

Time and Effort information available on the Title I, Part A, Fiscal Requirements webpage.

I4. May LAP funds be combined with Title I, Part A funds in a schoolwide program?

Yes. LEAs may combine their LAP funds with Title I, Part A in a schoolwide program.

Even though school LEAs must first use their LAP funds to focus first on K–4 ELA (see F2), the activities meet the

same intent and purposes as Title I, Part A (see I5). Alternatively, LAP funds may be used to serve their students

in grades 5–12 for ELA or grades K–12 for mathematics, which also shares the same intent and purposes as Title

I, Part A. See I5.

Regardless of the approach for combining funds within a schoolwide, the intent and purpose of the LAP program

to provide additional services to LAP-eligible students must still be met. The students served with LAP funds

must be those meet LAP eligibility. See E2 for eligibility.

I5. Will employees funded by LAP be required to complete monthly time and effort reports? (Revised)

Yes and no. Please read the following carefully.

No. The employee is paid 100 percent out of LAP funds. However, if LAP is combined in a schoolwide program, a

semi-annual certification is required (Please refer to the Note below.)

http://www.k12.wa.us/titlei/ProgramFunds.aspx#Fiscal


A Guide for LAP


No. The employee is paid partially out of LAP funds, partially out of Title I, Part A funds, and both LAP and Title I,

Part A uses a single cost objective. Semi-annual certification still required.

Yes. The employee is paid partially out of LAP funds, partially out of Title I, Part A funds but LAP and Title I, Part

A uses separate cost objectives.

Yes. The employee is paid partially out of LAP funds, partially out of federal funds (non-Title I, Part A).

Note: OSPI requires all LEAs to document any staff that are paid for out of funds that have been combined inside

the schoolwide circle. See question I3 for more information on single cost objectives for LAP and Title I, Part A.

For additional information about Time and Effort, please review the information available on the Title I, Part A,

Fiscal Requirements webpage.

I6. Can LEAs use Title I, Part A funds to meet the LAP K–4 first focus requirement? (Revised)

Yes and no. Please read the following carefully.

No. If a targeted assistance program school.

Yes. If a schoolwide program school. Schoolwide programs are allowed to use their Title I, Part A funds to meet

the LAP K–4 first focus requirement.

LEAs applying schoolwide funds to LAP requirements must indicate this on iGrants FP 201 (Title I, Part A

application) and iGrants FP 218 (LAP annual plan). They must report these students as receiving LAP services in

CEDARS.

I7. Can materials purchased using Title I, Part A funds during a prior school year remain at the school for use

by LAP-served students? (Revised)

Yes. Since both programs are used to meet the same general intent and purposes, the supplies and technology

purchased with Title I, Part A funds may remain in the school and continue to support interventions as intended

at the time of purchase.

I8. May a LEA use transitional bilingual instruction program (TBIP) funding to address the first focus on K–4

reading requirement before using the LAP funds for that purpose?

No. TBIP funds are designed to provide support in second-language acquisition and English language

development assistance. LAP funds are intended to focus first on addressing the needs of K–4 students who are

deficient in reading or reading readiness skills to improve literacy. These two state-funded programs can work

together for students in need of assistance in both areas, but they cannot be used to replace one another

because their statutory purposes are different.

I9. May LAP funds be used to provide a summer program? (Revised)

Yes. Summer programming continues to be an allowable LAP-funded extended learning opportunity for students

who meet the criteria to be served.

If LAP is used to fund the summer programming, then LAP may be used to cover the costs of transportation,

facilities, and support staff necessary to operate the summer program.

http://www.k12.wa.us/titlei/ProgramFunds.aspx#Fiscal

http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx


A Guide for LAP


I10. May LAP and Title I, Part A funds both be used to provide a summer program? (Revised)

Yes. Summer programming is an allowable use of both LAP and Title I, Part A, and can be used together to

support either a school program or a LEA offered program. LEAs should be mindful of organizing the program so

that it is easy to identify students for reporting purposes. For example, staff serving grade 1 students could be

paid for with LAP, and staff serving grade 2 students with Title I, Part A. LAP-served students will be reported in

iGrants form package 247 and Title I, Part A-served students will be reported in iGrants form package 246.

I11. The LEA served a group of students in LAP during the school year. May the LEA use LAP funds to serve

additional students and/or a different group of students in the summer?

Yes. LAP enrollment in program may be fluid and serve different students throughout the regular academic year

and the summer term. As long as the students meet the LEA’s eligibility for LAP services based on their criteria,

and an assessment of multiple measures. If they have determined the students to be in need of summer school

because they are not meeting standards or at risk of not meeting standards, then the students may be served.

I12. May LAP funds pay for a summer readiness program before kindergarten?

Yes. LAP funds could be used to offer a jump-start program during the weeks prior to the start of the school year

for incoming kindergarteners already enrolled for the school year. The statute is clear that LAP is for students K–

12, so the student must be enrolled in kindergarten to be eligible for LAP-funded programming, including a

jump-start program.

I13. May LAP funds provide transportation associated with extended day services?

Yes. If solely for transporting LAP-served students outside the regular school day, and if no other funding for

transportation is available.

I14. May LAP funds provide snacks for children in extended learning programs (e.g., afterschool, Saturday

school, summer programs)?

Yes. As a last resort. Schools and LEAs should first pursue child nutrition services and other sources of funding

available in the LEA.

I15. How can LAP funds be used for family engagement (FE)? May LAP funds be used to cover the cost of food,

childcare, or transportation? (Revised)

LAP funds may be used to cover the costs for food, childcare, or transportation to increase participation of LAP-

served students and their families. Please review the Menus of Best Practices for ELA, Math, and Behavior for

ideas for FE activities.

I16. May a counselor be paid out of LAP funds?

Maybe. The LEA must provide documentation to demonstrate that the counselor provides additional LAP

services to students who qualify, and charges only such counseling time to LAP. An example would be additional

counselor duties to assist students with credit retrieval activities provided by LAP.

I17. May LAP funds be used to purchase instructional technology, such as tablets, to support LAP-funded

schools? (Revised)

Yes. Technology can be purchased if it is to provide support to students receiving LAP services. For example, it

can be an additional instructional support for a LAP-served student or it could be the software or platform

needed for online credit retrieval courses. Technology is a tool, not an intervention in and of itself. Technology





A Guide for LAP


alone cannot replace effective teaching or intervention activities. It must be a balanced supplement, especially

with students who struggle.

I18. If the LEA has any type of LAP funds in a school, can the LEA skip that school for Title I, Part A Ranking and

Allocation Purposes?

No. The LAP Base Allocation and/or LAP High Poverty School Allocation cannot be a reason a school “skips” for

Title I, Part A Ranking and Allocation. This is a change. Previously, OSPI allowed a LEA to “skip” a school during

Ranking and Allocation if there were LAP funds in the school. This will no longer be allowed due to the passage

of Engrossed House Bill 2242. This is for two reasons.

(1) The expressed intent of the Legislature is that the LAP High Poverty School Allocation provide additional

funds to the school. LAP has specific requirement that the LAP High Poverty School Allocation goes to

the school that generated the allocation. It also has a LAP Base Allocation supplanting provision.

Allowing the LEA to “skip” it for Title I, Part A undermines the intent to provide additional funding to the

school.

(2) ESSA has a new supplement not supplant provision for Title I, Part A. It states, “a local educational

agency shall demonstrate that the methodology used to allocate State and local funds to each school

receiving assistance under this part ensures that such school receives all of the State and local funds it

would otherwise receive if it were not receiving assistance under this part.” Given that the LAP High

Poverty School Allocation must go the school that generated the allocation, allowing a school then be

“skipped” for Title I, Part A Ranking and Allocations purposes would be in conflict with this new provision

of ESSA.

J. Early Learning, Kindergarten Transition, and Kindergarten

J1. May LAP funds be used to provide full-day kindergarten classes?

No. State basic education funds full-day kindergarten. Now that the state provides fully-funded basic education

full-day kindergarten classes, basic education needs to cover the cost. This is a change from years prior. LAP

funds can be used to assist full-day kindergarten students who have not yet met grade-level standards in ELA or

mathematics. LAP funds can also be used to support kindergarten transitions. Please review the Menus of Best

Practices for ELA, Math, and Behavior for ideas for kindergarten transition activities. As a reminder, program and

reporting requirements are the same as for all LAP-served students, including:

Use of the Menus of Best Practices for ELA, Math, or Behavior.

Tracking individual student growth using developmentally appropriate assessment(s).

J2. May LAP funds be used for preschool?

No. Washington state statute starts LAP eligibility at kindergarten. Consider using Title I, Part A funds for early

learning activities at the school/LEA in situations where LAP cannot be used because of the age of the child.

More is available in OSPI’s guide Funding Early Learning Activities in Washington State with Title I, Part A Birth –

Age 5.

J3. May LAP funds be used for kindergarten transition activities prior to the first day of school, including early

start? (Revised)

Yes. LAP funds may support transition to kindergarten through a number of different strategies provided in the Menus of Best Practices and Strategies. LEAs are encouraged to set up data-sharing opportunities with early








A Guide for LAP


learning providers and families to identify the children who may need additional transition support prior to the start of the kindergarten year.

LAP funds can only be used for kindergarten transition strategies after a child has enrolled for kindergarten. The activities may start prior to the first day of school. Examples of allowable LAP funded options after a child has been identified as needing extra support are:

In late spring/summer before kindergarten starts, but after students are enrolled: conduct family engagement activities or family/home visits.

In summer before kindergarten starts, but after students are enrolled: early start programming. This could be an earlier start to the year (extended time) or a more informal play and learning group held weekly.

J4. May LAP funds be used to support professional learning that brings early learning providers and

kindergarten teachers together?

Yes. LAP funds could be used throughout the year for professional learning between early learning providers (preschool and childcare) and kindergarten teachers to focus on strategies to improve the academic readiness of students arriving at kindergarten. LAP funds for this professional learning should be focused on initial early skills alignment (social emotional, numeracy, and literacy) and focused on the providers serving students most in need of kindergarten transition support. WaKIDS has great resources for districts to use for transition to kindergarten and support for locating childcare providers.

K. Graduation Assistance

K1. What is the definition of graduation assistance? (Revised)

Graduation assistance includes grade 8 transition to high school support, and credit retrieval for 11th and 12th

grade students to earn credit towards graduation for a class they did not previously pass. Graduation assistance

does not apply to students in grade 10.

K2. Are credit retrieval services limited to students in grades 11 and 12 for LAP?

Grades 11 and 12 are the only grades in which credit retrieval is allowed, see RCW 28A.320.190.

K3. Who is considered an 11th and 12th grader?

OSPI does not establish the criteria for 11th and 12th grade students in Washington state. LEAs set this policy

(e.g., by age of student or by student credit accumulation). The OSPI CEDARS manual for data reporting lists age

as a suggestion for determining grade-level, with age 16 as of August 31 for 11th grade and age 17 as of August

31 for 12th grade. It is recommended that eligibility for LAP credit retrieval be based on age.

K4. Are credit retrieval activities applicable to ALL CORE courses?

Yes. LAP-funded credit retrieval can be used in content areas other than ELA and mathematics. Any state and

local graduation course requirements to meet graduation requirements are allowable.

K5. Are grade 8 transition to high school supports only available to students in grade 8?

Grade 8 transition programs begin in 8th grade and may continue in the summer and through 9th grade. In some

cases, when over one-third of the incoming freshman students experience one or more early warning indicators

(excessive absenteeism, failing a course in the first quarter, or receiving a suspension), LAP funds may be used

for school-wide transition programs.

http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.320.190


A Guide for LAP


K6. What is the difference between a student who is credit deficient and a student who needs credit retrieval?

(Revised)

A credit deficient student means a student has not earned a credit because of not taking a class.

Credit retrieval means a student failed the initial course attempt and did not earn the credit.

Many students failing high school courses end up in a credit retrieval and credit deficient situation. The students

must complete credit retrieval to earn credits in a course they previously failed. At the same time, the students

also fall behind when they have not progressed in their next set of courses. For example, a student who failed

9th grade and who is repeating the 9th grade during what would have been the 10th grade year is in need of

credit retrieval and is also deficient in 10th grade courses.

K7. Are students in grades 9 and 10 eligible for credit retrieval? (New)

No. Credit retrieval is a LAP allowable service for students in grades 11 and 12 only.

An LEA may provide extended learning opportunities outside of the regular school day (after school, Saturday,

summer) for credit deficient 9th and 10th grade students to earn additional credits in ELA or math. Code these

students under extended learning time. Basic education must pay for the initial 1,080 hours of instruction

provided to a student during a school year.

Credit deficient 11th and 12th graders, who are credit deficient in any subject, can take additional courses

outside of the regular school day in order to earn the credits needed for graduation. Code these students as

graduation assistance.

K7. Can LAP pay for SAT or ACT test fees? (New)

It depends. It is allowable to use LAP funds for SAT or ACT fees for LAP-eligible students to meet graduation

requirements, if no other funding for test fees is available. We would encourage districts to first look for other

funding sources, such as Parent-Teacher Organizations or community-based organizations for help. For LAP-

eligible students who may not pass the SAT or ACT, please consider other alternatives to meet graduation

requirements. For reporting purposes, please code these students with graduation assistance CEDARS code 11

on the LAP end-of-year report.

L. Special Education

L1. Can a student receiving special education services also receive LAP services? (Revised)

Yes. Special education students are eligible for LAP services on the same basis as all other students. Their special

education eligibility status neither excludes them from consideration nor guarantees eligibility.

LAP services may not be used to replace special education services; however, the same service (e.g., reading) can

be provided to a student by both LAP and special education. For example, a student with an Individualized

Education Program (IEP) that includes reading cannot simply be “placed” into LAP reading services in order to

meet the student’s special education reading needs. The IEP could specify, for example, that the student receive

core reading instruction in the regular classroom, participate in supplemental LAP reading services, and receive

special education reading services in a special education classroom during the same day or week.

While LAP may be used to supplement IEP implementation, LAP services cannot be used to supplant services

LEAs are obligated to provide as a part of Free and Appropriate Public Education (FAPE). LEAs must still provide


A Guide for LAP


all appropriate educational services for students who have IEPs. However, LEAs may provide LAP eligible

students with extra services -- that is, services that are not integral components of a free appropriate public

education, nor required by the student’s IEP. These extra services must be designed to help the students achieve

their overall academic goals.

That same student may also be struggling academically in an area that is not part of their IEP, but is an area

covered by LAP. In that case, LAP can also provide support. For example, the child has an IEP that addresses

reading, but the child is struggling in mathematics, which is not included in the IEP. In this case, LAP could

support the child’s mathematics instruction. LAP may also be appropriate for enhanced extended instruction

(e.g. after school programming or summer programming) if the student meets the LAP eligibility requirements

and if determined by the IEP team to be beneficial to the student.

M. Readiness to Learn (RTL)

M1. Where does the RCW mention RTL in relation to LAP services?

See RCW 28A.165.035(2)(g), Program activities–Partnerships with local entities.

M2. Does the 5 percent set-aside for RTL apply only to the LAP Base Allocation or does it extend to the High

Poverty Schools?

Only to the LAP Base Allocation. Refer to question D13.

M3. What is the difference between “Readiness to Learn” identified in the “up to five percent allocation” and

academic readiness associated with basic skills in ELA and mathematics? (Revised)

Up to five percent of a LEA’s LAP funds may be used for RTL services and activities for students in grades K–12.

The school board must approve in an open meeting, any community-based organization or local agency before

LAP funds may be expended. If no external organization is involved and the LEA is operating their own RTL

program (in-house), school board approval is not needed. LEA RTL programs provide academic and non-

academic supports for students at risk of not being successful in school. RTL supports may be delivered in

partnership with community-based organizations. The goal of RTL academic and non-academic supports is to

reduce barriers to learning, strengthen engagement, and ensure participating students are able to attend school,

ready to learn.

Students do not need to be identified as scoring below grade level standard in ELA or mathematics to participate

in RTL programs. RTL programs are designed to serve students significantly at risk of not being successful in

school. Each LEA determines the eligibility criteria for participation in RTL programs.

Academic readiness targeted at K–2 students refers to LAP activities that focus on skill development. The goal is

to address any barriers preventing students identified as scoring below standard from accessing core instruction.

As part of the academic readiness component, schools may use LAP funds to support students with necessary

preparation skills needed to engage in ELA or mathematics content. Academic readiness is applicable for all K–12

students. LAP pays particular attention to early grade classroom readiness skills. K–2 readiness includes early-

literacy, early-numeracy, and classroom preparedness skills.

M4. How can the five percent for RTL be used?

Up to five percent of an LEA’s LAP Base Allocation may be used for development of partnerships with

community-based organizations, educational service districts (ESDs), and other local agencies to deliver

http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.165.035


A Guide for LAP


academic and non-academic supports to participating students who are significantly at risk of not being

successful in school to reduce barriers to learning, increase student engagement, and enhance students’

readiness to learn. The school board must approve in an open meeting, any community-based organization or

local agency before LAP funds may be expended. If no external organization is involved and the LEA is operating

their own RTL program (in-house), school board approval is not needed.

M5. Is RTL limited to students who have not yet met grade-level standards in ELA and mathematics?

No. LEAs should have an identification and referral process for students they wish to serve with RTL services and

activities, but these students are not required to meet the same eligibility criteria as LAP-identified and LAP-

served students.

M6. How are the up to five percent of LAP funds for RTL to be tracked and documented?

The amount of funds expended for authorized RTL programs (e.g., salaries, supplies, procurements, etc.) must

be tracked and accounted for separately from the at least 95 percent LAP expenditures. LEAs may use a separate

sub account or other record keeping as documentation for the up to five percent expenditures. These

expenditure records may be audited by the State Auditor’s Office (at his discretion). Such records will be

examined by OSPI during the course of mandated sub-recipient monitoring of LAP.

M7. Does there need to be separate budget codes set up for the five percent?

Yes.

M8. How should LAP-funded RTL services be documented and then reported in CEDARS?

Any students participating in RTL services should be coded under File (I) in CEDARS using program code 39. If the

RTL program is designed to provide services to parents, then the students of those parents should be coded in

CEDARS. Academic growth reporting is not required for RTL programs.

M9. Can LAP RTL funds be used to pay a family engagement coordinator?

LEAs may use RTL funds for family engagement coordinators and family engagement activities, and they may use

those dollars for any student. However, the role of the coordinator needs to be attached to a plan that details

family engagement as an activity or strategy that qualifies as an “academic or non-academic support for

students who are at risk of not being successful in school.” For example, how will the family engagement

activities reduce the likelihood of failure? What outcomes are expected? What measures will be used to

evaluate success?

Contact OSPI for Questions and Technical Assistance

For questions regarding the LAP Q and A, please contact the Title I, Part A/LAP office at 360-725-6100. The

agency TTY number is 360-664-3631.

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